Intensive Data Teams for Students Who Don’t Respond

Intensive Data Teams for Students Who Don’t Respond Working with Intensive Interventions and Data Based Individualization- National Center for Intensive Intervention

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Session Objectives Getting to Know You All about Haslett Background and Data Research on Intensive Intervention and Data Based Individualization Discuss Intensive Data Analysis Team Process Reflections and Next Steps Discussion and Questions

Who are you? Google Forms Clarification-It is a zero and the letter l at the of the address Responses-

Who are we? Haslett Public Schools serves 2700 students in grades kindergarten through twelve Following graduation, 95 percent of Haslett students continue their education at a university, college, or academy. Haslett Public Schools is comprised of five school buildings as follows: Wilkshire Early Childhood Center - Grades K-1 Wilkshire Early Childhood Center Murphy Elementary School - Grades 2-5 Murphy Elementary School Ralya Elementary School - Grades 2-5 Ralya Elementary School Haslett Middle School - Grades 6-8 Haslett Middle School Haslett High School - Grades 9-12 Haslett High School

Who are we?

Haslett District Data

What’s Up In Haslett? MTSS/RTI Focus Successful MTSS Implementation - coaching at all buildings Data days (3 times a year) - primary focus on Tier 1 and 2 problem solving Effective building, classroom, and student level data analysis Early Warning System Data and Processes for High School and Middle School Instructional training K-12 including Kevin Feldman, Anita Archer, EWS (secondary), MiBLSi, Visible Learning (Hattie), Reading Apprenticeship, George Batsche, Mark Shinn

Why Intensive Data Analysis Teams? Kids who just don’t respond Data can be misleading to look averages….hides some failing kids Most needy students have less problem solving support and less adequate targeted resources Need a process and time for Tier 3 students in special education to more closely focus on aggressive growth

What’s the Problem?

Looking at Research Based Practices

Compelling Statistics 13 U.S. elementary-age children with learning disabilities (LD) below 20th percentile on comprehension 64% High school students with LD years below grade level in reading 3.4 years Fraction of high school students with LD who drop out ¼ Percentage of students with LD with paid employment, two years postsecondary 46%

Why? Primary and Secondary Prevention Often Are Not Enough 14 Primary prevention Low-salt diet Stress reduction Secondary prevention Intensive intervention Inexpensive diuretics Beta-blockers ACE inhibitors Other novel, patient-specific treatments The Medical Analogy: High Blood Pressure Treatment

“Virtually all children and youth with disabilities, including those with very serious learning problems, are helped sufficiently by the core curriculum with co-teaching, modifications to the core instructional program, or other such supports.” Why? Unfounded and Naïve Beliefs About Teaching Kids with LD 15 Fuchs, Fuchs, & Vaughn, 2014, p. 14 Unfounded and naïve belief

More Help Validated programs are not universally effective programs; 3 to 5 percent of students need more help (Fuchs et al., 2008; NCII, 2013). More Practice Students with intensive needs often require 10 – 30 times more practice than peers to learn new information (Gersten et al., 2008). Research Says… 16

Little empirical research demonstrates specific effective intervention programs for the lowest 3 percent to 5 percent of readers. Intervention practices are typically based on expert recommendations from a body of research. Monitoring progress is essential to determine impact and intensity required for individual students. Research Says…. 17

Two Terms……

Step out of the Box What does intensive intervention look like in your district?

Intensive intervention addresses severe and persistent learning or behavior difficulties. Intensive intervention should be: Driven by data Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports What is Intensive Intervention? According to the National Center for Intensive Intervention 20

Is… Individualized based on student needs More intense, often with substantively different content AND pedagogy Comprised of more frequent and precise progress monitoring Is Not… A single approach A manual A preset program More of the same Tier 1 instruction More of the same Tier 2 instruction What Intensive Intervention… 21

What is NCII’s Approach to Intensive Intervention? Data-Based Individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. DBI is a systematic method for using data to determine when and how to provide more intensive intervention. 22

Students with disabilities who are not making adequate progress in current instructional program Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities) Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity Who Needs Intensive Data Analysis using DBI approach? 23

24 NCII’s approach to Intensive Intervention: Data-based Individualization (DBI) Intensification Evidence

7 th Inning Stretch What data do you use for DBI-problem solving ?

Planning Goals Agenda Data…from school wide to student Dashboard using EWS data Data Day Reflections and Questions Our Journey with: Intensive Data Teams

To have a team look at data for our special education population on a regular basis To problem solve around the existing data To progress monitor each student’s growth To do fidelity checks of interventions being used To monitor if students are correctly placed to respond effectively Our Team’s Goals

Effective Meeting Planning Agenda

Google drive to house process/documents Project data/plan Plan meeting dates ahead of time

Building awareness looking at school wide data and Early Warning System data What are the patterns and trends in our data? What does this say about systems? Beginning with the Big Picture

Early Warning Indicators: ABC’s of Disengagement A ttendance B ehavior C ourse Failure

Spring School Wide Data Meeting

Does your whole school problem solve around special education students or is it left up to the special education staff? What do you do with the most intervention resistant students?

Drilling down to find patterns!

Early Warning System Dashboard Continuing to look at who are these students?

Examining the System to Dig Deeper

DBI at Work

DBI at work

What are we going to do about it? Problem Solving …. Individual Student

Research Says: Categories of Practice for Organizing & Planning Intensive Intervention Change Dosage or Time Change the Learning Environment to Promote Attention and Engagement Combine Cognitive Processing Strategies with Academic Learning Modify Delivery of Instruction (Vaughn et al., 2013)

Great Resource

Implementation Plan

Lessons Learned….This Is A Journey

Structures / Systems for Next Year How do we collaborate when we have concerns about these intensive students? How can we use data days to better help us inform instruction? What other supports are needed to effectively teach all students? Reflections :

If you followed the plan, blame the plan, not yourself Trust the data to guide you Switch skills as needed (and make sure the PM system still works for the new skill!) Review the plan (and your fidelity to it) at every meeting Keep good records Don’t take failure personally (unless you didn’t follow the plan)

Make content changes Give more explicit explanations using clear, concise language Repeat the explanation using the same language and ask students to replicate it Ask simpler questions that link to the explanation Model until the student is ready to do the skill without you (but always involve the student in the model) Release responsibility to the student more slowly Raise the number of opportunities to respond Make sure student gives 80% correct responses When student makes an error, provide immediate, clear, kind corrective feedback Increase the amount of exposure to the concepts Break skills into smaller parts See more resources at: intervention-students-severe-and-persistent-academic-needs-dbi intervention-students-severe-and-persistent-academic-needs-dbi Make changes…..

Who will do it? How long will they do it for? What does it mean to “do it” Programs: implementing with fidelity? adaptations? Individualized, non-program instruction: what exact activities are being done? what materials are required? are materials easily available? Make Plans SPECIFIC

Stick to the plan (mostly) and monitor your fidelity Do what you agreed to do … if the plan isn’t working and you did what you said you’d do, it’s not your fault (it’s the plan’s fault) Make some adjustments after the meeting (not everything can be decided in 30 minutes) Keep track of those! Track what you actually did Are you covering everything? How much time are things actually taking? How many absences and missed school days have there been?

Be Relentless Don’t fool yourself into thinking the problem is with the data rather than your instruction. If the scores on the graph aren’t increasing, assume the child is not learning. When PM data are collected in regular classrooms, almost all students’ graphs increase. Remember: You are this student’s best chance for meaningful academic improvement this year. You can be the person who changes his/her path of development and his/her chances for quality of life in and after school. Be prepared to set high expectations; work hard to plan and deliver motivating and well-designed instruction; and push the student to work hard on his/her own behalf.

Win For Kids

Pam Jones, Director of Special Education Haslett Public Schools Nancy Theis MTSS Implementer/School Psychologist Ingham ISD Diane Newman Associate Principal, Haslett High School Contact Information